The Influence of Effortful Control and Teacher-Child Relationship on Children’s Social Development: Moderated Mediation Effect of Gender (유아의 의도적 통제와 유아-교사 관계가 유아의 사회성에 미치는 영향: 성별의 조절된 매개효과)

LEE JI YOUNG (이지영); Jihyun Sung (성지현)

doi:10.35574/KJDP.2021.6.34.2.87

The Influence of Effortful Control and Teacher-Child Relationship on Children’s Social Development: Moderated Mediation Effect of Gender

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
2021, 34(2), pp.87~112
DOI : 10.35574/KJDP.2021.6.34.2.87
Publisher : The Korean Society For Developmental Psychology
Research Area : Social Science > Psychological Science
Received : April 15, 2021
Accepted : May 24, 2021
Published : June 15, 2021

LEE JI YOUNG ¹, Jihyun Sung ¹

¹성균관대학교

Accredited

ABSTRACT

The purpose of this study was to examine the moderated mediation effect of gender on the influence of effortful control and teacher-child relationships on children’s social development. The participants were 163 children (aged 4-5 years) and their teachers. Mediation, moderation, and moderated mediation models were analyzed using SPSS 21.0 and PROCESS macro 3.5 programs. First, the teacher-child relationship mediated the relationship between children’s effortful control and social development. Second, the gender moderated the effects of the children’s effortful control on the teacher-child relationship. Finally, the indirect effect of teacher-child relationships through children’s effortful control on social development was moderated by gender. The indirect effect was significant, especially in boys. This study provides information about ways to guide a child’s social development according to their gender.

KEYWORDS

Effortful Control, Teacher-Child Relationship, Social Development, Gender Difference

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This paper was written with support from the National Research Foundation of Korea.

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